Essential Abilities/Technical Standards
The Americans with Disabilities Act of 1990, the Americans with Disabilities Amendments Act of 2008, and Section 504 of the Rehabilitation act of 1973 (29 U.S.C. sec. 794) prohibits discrimination of persons because of her or his disability. In keeping with these laws, colleges of the Wisconsin Technical College System make every effort to insure a quality education for students. The purpose of this document is to ensure that students acknowledge that they have been provided information on the functional abilities required of a student in the Dental Assistant/Dental Hygiene Programs.
The Grand Rapids Community College Dental Auxiliary Programs complies with the American with Disabilities Act (ADA), and consistent with the ADA, the attached Functional Abilities/Core Performance Standards Worksheet provides the framework to relate functional ability categories and representative activities/attributes to any limitations/deficits in functional abilities. These standards shall be used by the Grand Rapids Community College Dental Assisting and Dental Hygiene Programs in combination with the professional scope of practice, job analysis, other resources, and expert consultation to make decisions related to the ability of the student to perform the essential functions.
If a prospective student is or becomes unable to meet the required “Functional Abilities/Technical Standards,” the Grand Rapids Community College Dental Assisting and Dental Hygiene Programs, in consultation with College’s Disabilities Support Services Director and the Dental Auxiliary Program Director will determine, on an individual basis, whether or not reasonable accommodations can be made that would permit the student to meet these “Functional Abilities/Technical Standards” and thus, to continue in the program.
Please note: “Skill’s tied to” under each of the sections is not intended to be a complete listing of skills but rather as an example of a skill for which that ability. For more complete listing of skills, tied to that ability, please see the program coordinator.
- Gross motor ability
Move within confined spaces, eye-hand-foot coordination, and stoop/squat down and maintain balance, stand and maintain balance, reach above shoulders, reach below waist, reach out horizontally.
- Fine motor ability
Pick up objects with hands, simultaneous use of hand, wrist and fingers, finger dexterity, grasp small objects with fingers firmly/lightly, utilize repetitive pinching motions with fingers, eye-hand coordination, grasp small objects with hands, write clearly and neatly with pen or pencil, type on a keyboard, enter data using a key pad, pinch/squeeze or pick up objects with fingers, twist knobs with hands, must have adequate manual dexterity as to be capable of maintaining sterility.
3. Physical Endurance
Stand at client’s side during procedure, Sustain repetitive movements (example: chest compressions in CPR) maintain physical tolerance (continue tasks throughout a 10-12 hour shift), work and complete tasks at a reasonable pace, sit for long periods of time, stand for long periods of time, bend and twist without effort, sustain repetitive, movements, use upper body strength (e.g., perform CPR), squeeze with hands (e.g., manipulating impression materials).
4. Physical Strength
Lift 25 pounds, carry equipment/supplies, squeeze with hands (example: dental instruments), use upper body strength.
Are you able to perform the following? twist, bend, stoop/squat, move quickly, climb ladders/stools/stairs, walk.
Hear normal speaking level sounds, hear faint voices, hear faint body sounds (example: breath and heart sounds) hear auditory alarms, hear telephones.
Visually assess clients, see object up to 20 inches away See object more than 20 feet away Use peripheral vision distinguish color, distinguish color intensity, and see emergency lights/lamps.
Feel vibrations, detect differences in surface characteristics, and detect differences in sizes and shapes of instruments.
Detect odors from client, detect smoke, and detect gas or noxious smells.
Read and interpret textbooks, read and interpret dental records, read and understand written documents, read very fine or small print.
Read and understand columns of writing (example: flow sheets), read digital displays, read graphic printouts, calibrate equipment, convert numbers to metric, read graphs (sleep reports), tell time, measure time (duration,).
use measuring tools (example: tape measure) read measurement marks (scales), able to perform basic arithmetic functions: add, subtract, multiply, divide Compute percentages, use a calculator, record numbers (example: chart observed parameters).
12. Emotional Stability
Establish therapeutic boundaries, provide client with appropriate emotional support Adapt to changing environment/stress, deal with the unexpected (example: crisis, focus attention on task despite distractions Monitor own emotions, perform multiple responsibilities concurrently, handle strong emotions (example: grief), how appropriate compassion through communication.
13. Analytical Thinking
Transfer/extrapolate knowledge from one situation to process information, evaluate outcomes, problem solve, prioritize tasks, use long and short term memory.
Critical Thinking Skills
Identify cause-effect relationships, plan/control activities for others, and synthesize knowledge and skills, sequence information Interpersonal skills.
Negotiate interpersonal conflict appropriately, respect differences in clients, establish rapport with clients, establish rapport with co-workers, and work effectively with physicians, staff, clients and clients’ families.
16. Communication Skills
Teach (example: client and family), explain procedure, give oral reports, I=interact with others, speak on the telephone, Direct activities of others, convey information through writing (example: progress notes), speak clearly and distinctly.
17. Environment: Tolerate toxic or caustic chemicals, exposure to radiation, exposure to excessive noises, exposure to vibration, exposure to flame, exposure to nitrous oxide.